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Ahmadi, Asghar, Noetel, Michael, Parker, Philip, Ryan, Richard M., Ntoumanis, Nikos, Reeve, Johnmarshall, Beauchamp, Mark, Dicke, Theresa, Yeung, Alexander, Ahmadi, Malek, Bartholomew, Kimberley 
ORCID: https://orcid.org/0000-0002-0171-7922, Chiu, Thomas K. F., Curran, Thomas, Erturan, Gokce, Flunger, Barbara, Frederick, Christina, Froiland, John Mark, González-Cutre, David, Haerens, Leen, Jeno, Lucas Matias, Koka, Andre, Krijgsman, Christa, Langdon, Jody, White, Rhiannon Lee, Litalien, David, Lubans, David, Mahoney, John, Nalipay, Ma. Jenina N., Patall, Erika, Perlman, Dana, Quested, Eleanor, Schneider, Sascha, Standage, Martyn, Stroet, Kim, Tessier, Damien, Thogersen-Ntoumani, Cecilie, Tilga, Henri, Vasconcellos, Diego and Lonsdale, Chris
(2023)
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Journal of Educational Psychology, 115 (8).
1158–1176.
ISSN 0022-0663
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Abstract
Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed.
| Item Type: | Article |
|---|---|
| Additional Information: | Data availability statement: The study materials, data, and code of this study are available at https://osf.io/apvyf/ Ethics information: The questionnaire and methodology for this study were approved by the Human Research Ethics committee of the Australian Catholic University (Approval No. 2020-160E). Funding Information: John Mark Froiland is now at Paul’s Plan Ministries, West Lafayette, Indiana, United States. Asghar Ahmadi was funded by the Australian Research Council (DP160102625). The authors declare that they have no competing interests. Nikos Ntoumanis is a consulting editor for the Journal of Educational Psychology. |
| Uncontrolled Keywords: | behavior change techniques,engagement,intervention design,taxonomy,education,developmental and educational psychology ,/dk/atira/pure/subjectarea/asjc/3300/3304 |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Sport, Health And Education |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 21 Nov 2023 02:06 |
| Last Modified: | 18 Nov 2024 00:54 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/93652 |
| DOI: | 10.1037/edu0000783 |
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